Download World History and Geography

World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL
SOL 2: Renaissance
The student will demonstrate an understanding of the political,
cultural, and economic conditions in the world about 1500 A.D.
by
a) locating major states and empires;
b) describing artistic, literary, and intellectual ideas of the Renaissance;
c) describing the distribution of major religions
d) analyzing major trade patterns;
e) citing major technological and scientific exchanges in the Eastern
Hemisphere.
SOL 2: Renaissance
The student will demonstrate an understanding of the political,
cultural, and economic conditions in the world about 1500 A.D.
by
a) locating major states and empires;
b) describing artistic, literary, and intellectual ideas of the Renaissance;
c) describing the distribution of major religions
d) analyzing major trade patterns;
e) citing major technological and scientific exchanges in the Eastern
Hemisphere.
SOL 2: Renaissance
The student will demonstrate an understanding of the political,
cultural, and economic conditions in the world about 1500 A.D.
by
a) locating major states and empires;
b) describing artistic, literary, and intellectual ideas of the Renaissance;
c) describing the distribution of major religions
d) analyzing major trade patterns;
e) citing major technological and scientific exchanges in the Eastern
Hemisphere.
Thumbnail
Title
Statue of
David,
Delaware
Park, Buffalo,
N.Y..
Permanent URL
http://memory.loc.gov/cgibin/query/r?ammem/detr:@fi
eld(NUMBER+@band(det+
4a13565))
[Mona Lisa].
http://memory.loc.gov/cgibin/query/r?ammem/detr:@fi
eld(NUMBER+@band(det+
4a26503))
Folger
Library copy
work. Portrait
of
Shakespeare.
http://memory.loc.gov/cgibin/query/r?ammem/horyd:
@field(NUMBER+@band(t
hc+5a48263))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 3: Reformation
The student will demonstrate knowledge of the Reformation in
terms of its impact on Western civilization by
a) explaining the effects of the theological, political, and
economic differences that emerged, including the views and
actions of Martin Luther, John Calvin, and Henry VIII;
b) describing the impact of religious conflicts, including the
Inquisition, on society and government actions;
c) describing changing cultural values, traditions, and
philosophies, and assessing the role of the printing press.
SOL 3: Reformation
The student will demonstrate knowledge of the Reformation in
terms of its impact on Western civilization by
a) explaining the effects of the theological, political, and
economic differences that emerged, including the views and
actions of Martin Luther, John Calvin, and Henry VIII;
b) describing the impact of religious conflicts, including the
Inquisition, on society and government actions;
c) describing changing cultural values, traditions, and
philosophies, and assessing the role of the printing press.
SOL 4: Exploration
The student will demonstrate knowledge of the impact of the
European Age of Discovery and expansion into the Americas,
Africa, and Asia by
a) explaining the roles of explorers and conquistadors;
b) describing the influence of religion;
c) explaining migration, settlement patterns, cultural diffusion,
and social classes in the colonized areas;
d) defining the Columbian Exchange;
e) explaining the triangular trade;
f) describing the impact of precious metal exports from the
Photograph of
the Gutenberg
Bible, Library
of Congress,
November
1944
http://memory.loc.gov/cgibin/query/r?ammem/mffbib:
@field(DOCID+@lit(mff000
198))
Martin Luther
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a33534))+@field(COLLI
D+cph))
The landing
of Columbus
Oct. 11th
1492
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b50617))+@field(COLLI
D+pga))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
Americas.
SOL 4: Exploration
The student will demonstrate knowledge of the impact of the
European Age of Discovery and expansion into the Americas,
Africa, and Asia by
a) explaining the roles of explorers and conquistadors;
b) describing the influence of religion;
c) explaining migration, settlement patterns, cultural diffusion,
and social classes in the colonized areas;
d) defining the Columbian Exchange;
e) explaining the triangular trade;
f) describing the impact of precious metal exports from the
Americas.
SOL 4: Exploration
The student will demonstrate knowledge of the impact of the
European Age of Discovery and expansion into the Americas,
Africa, and Asia by
a) explaining the roles of explorers and conquistadors;
b) describing the influence of religion;
c) explaining migration, settlement patterns, cultural diffusion,
and social classes in the colonized areas;
d) defining the Columbian Exchange;
e) explaining the triangular trade;
f) describing the impact of precious metal exports from the
Americas.
To be sold, on
board the ship
Bance Island,
... negroes,
just arrived
from the
Windward &
Rice Coast.
http://memory.loc.gov/cgibin/query/r?ammem/aaodyss
ey:@field(NUMBER+@ban
d(cph+3a52072))
Ferdinand
Magellan,
1581
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a31093))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 6: Scientific Revolution
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
a) describing the Scientific Revolution and its effects;
b) describing the Age of Absolutism, including the monarchies
of Louis XIV, Frederick the Great, and Peter the Great;
b) assessing the impacts of the English Civil War and the
Glorious Revolution on democracy;
c) explaining the political, religious, and social ideas of the
Enlightenment and the ways in which they influenced the
founders of the United States;
d) describing the French Revolution;
e) identifying the impact of the American and French
Revolutions on Latin America;
f) describing the expansion of the arts, philosophy, literature,
and new technology.
SOL 6: Scientific Revolution
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
a) describing the Scientific Revolution and its effects;
b) describing the Age of Absolutism, including the monarchies
of Louis XIV, Frederick the Great, and Peter the Great;
b) assessing the impacts of the English Civil War and the
Glorious Revolution on democracy;
c) explaining the political, religious, and social ideas of the
Enlightenment and the ways in which they influenced the
founders of the United States;
d) describing the French Revolution;
e) identifying the impact of the American and French
Galileo
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a10555))+@field(COLLI
D+cph))
Sir Isaac
Newton
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a52071))+@field(COLLI
D+finepr))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
Revolutions on Latin America;
f) describing the expansion of the arts, philosophy, literature,
and new technology.
SOL 6b: Absolute Monarchs
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
b) describing the Age of Absolutism, including the monarchies
of Louis XIV, Frederick the Great, and Peter the Great;
SOL 6b: Absolute Monarchs
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
b) describing the Age of Absolutism, including the monarchies
of Louis XIV, Frederick the Great, and Peter the Great;
SOL 6d: The Enlightenment
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
d) explaining the political, religious, and social ideas of the
Enlightenment and the ways in which they influenced the
founders of the United States;
SOL 6d: The Enlightenment
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
d) explaining the political, religious, and social ideas of the
Enlightenment and the ways in which they influenced the
founders of the United States;
The Royal
Palace,
Versailles,
France.
http://memory.loc.gov/cgibin/query/r?ammem/pan:@fi
eld(NUMBER+@band(pan+
6a23652))
Louis XIV,
King of
France, headand-shoulders
portrait
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c24397))+@field(COLLI
D+cph))
Washington's
Personal
Copy of the
Declaration
of
Independence
http://www.loc.gov/exhibits/t
reasures/trt024.html
Report of the
Committee of
Detail
http://www.loc.gov/exhibits/t
reasures/trt047.html
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 6 e and f: French Revolution
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
e) describing the French Revolution;
f) identifying the impact of the American and French
Revolutions on Latin America
SOL 6 e and f: French Revolution
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
e) describing the French Revolution;
f) identifying the impact of the American and French
Revolutions on Latin America
SOL 6 e and f: French Revolution
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
e) describing the French Revolution;
f) identifying the impact of the American and French
Revolutions on Latin America
SOL 6g: 18th Century Culture
The student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
g) describing the expansion of the arts, philosophy, literature,
and new technology.
Napoleon I
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a11524))+@field(COLLI
D+cph))
Mort de Louis
XVI, le 21
janvier 1793
Place de la
Concorde
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c24552))+@field(COLLI
D+cph))
Prise de la
Bastille par
les Citoyens
de Paris...;
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b41648))+@field(COLLI
D+cph))
Johann
Sebastian
Bach, 16851750
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a48871))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor
force, including its effects on families, the status of women and
children, the slave trade, and the labor union movement;
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
Boy Sweeper,
Lincoln
Cotton Mills,
Evansville
http://memory.loc.gov/cgibin/query/r?pp/nclc:@field(
NUMBER+@band(nclc+013
31))
Blandy's
portable
steam engine
and saw mills,
Zanesville &
Newark Ohio
http://lcweb2.loc.gov/cgibin/query/r?pp/PPALL:@fiel
d(NUMBER+@band(cph+3
b52709))
Retail Price
List
http://memory.loc.gov/cgibin/query/r?ammem/eaa:@fi
eld(DOCID+@lit(A0259))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
Louis Pasteur
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a06993))+@field(COLLI
D+cph))
[Richmond &
Backus Co.
bindery,
Detroit].
http://lcweb2.loc.gov/cgibin/query/r?ammem/detr:@fi
eld(NUMBER+@band(det+
4a28109))
A Bessemer
converter,
McKeesport,
Pa..
http://lcweb2.loc.gov/cgibin/query/r?ammem/detr:@fi
eld(NUMBER+@band(det+
4a27566))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
SOL 8 a and c: Industrial Revolution
The student will demonstrate knowledge of the effects of the
Industrial Revolution during the nineteenth century by
a) citing scientific, technological, and industrial developments
and explaining how they brought about urbanization and social
and environmental changes;
c) describing the evolution of the nature of work and the labor force,
including its effects on families, the status of women and children, the
slave trade, and the labor union movement;
Bessemer
Steelworks,
Pittsburg
Div..
http://lcweb2.loc.gov/cgibin/query/r?ammem/detr:@fi
eld(NUMBER+@band(det+
4a32814))
Tlingit
woman at
loom making
Chilkat
blanket
http://content.lib.washington.
edu/cgibin/htmlview.exe?CISOROO
T=/loc&CISOPTR=1777
Arbitration is
the true
balance of
power.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3g05956))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 8b: Economics
The student will demonstrate knowledge of the effects of the Industrial
Revolution during the nineteenth century by
b) explaining the emergence of capitalism as a dominant
economic pattern, and subsequent development of socialism and
communism;
SOL 8b: Economics
The student will demonstrate knowledge of the effects of the Industrial
Revolution during the nineteenth century by
b) explaining the emergence of capitalism as a dominant
economic pattern, and subsequent development of socialism and
communism;
SOL 9 a and b, Sol 10c: World War I
The student will demonstrate knowledge of the worldwide
impact of World War I by
a) explaining economic and political causes, major events, and
identifying major leaders of the war, with emphasis on
Woodrow Wilson and Kaiser Wilhelm II;
b) explaining the outcomes and global effect of the war and the
Treaty of Versailles
c) citing causes and consequences of the Russian Revolution
SOL 10b and c: Interwar Period
The student will demonstrate knowledge of political, economic, social, and
cultural developments during the Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the
1930s;
c) examining events related to the rise, aggression, and human costs of
dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and
identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito
Mussolini, Hirohito, and Hideki Tojo.
Adam Smith
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a19599))+@field(COLLI
D+cph))
Karl Marx
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a18737))+@field(COLLI
D+cph))
[Woodrow
Wilson, headand-shoulders
portrait,
facing left] /
Pach Bros.,
N.Y.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a04218))+@field(COLLI
D+cph))
Migrant
agricultural
worker's
family.
http://memory.loc.gov/cgibin/query/r?pp/fsaall:@filreq
(@field(NUMBER+@band(
cph+3c31366))+@field(COL
LID+fsa))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 10b and c: Interwar Period
The student will demonstrate knowledge of political, economic, social, and
cultural developments during the Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the
1930s;
c) examining events related to the rise, aggression, and human costs of
dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and
identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito
Mussolini, Hirohito, and Hideki Tojo.
SOL 10b and c: Interwar Period
The student will demonstrate knowledge of political, economic, social, and
cultural developments during the Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the
1930s;
c) examining events related to the rise, aggression, and human costs of
dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and
identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito
Mussolini, Hirohito, and Hideki Tojo.
SOL 10b and c: Interwar Period
The student will demonstrate knowledge of political, economic, social, and
cultural developments during the Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the
1930s;
c) examining events related to the rise, aggression, and human costs of
dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and
identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito
Mussolini, Hirohito, and Hideki Tojo.
Adolf Hitler,
1889-1945
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a48970))+@field(COLLI
D+cph))
[Impossible
interviews no. 18:
Herr Adolf
Hitler and
Huey S.
"Hooey" Long
versus Josef
Stalin and
Benito
Mussolini,]
[Stalin and
colleagues,
1929]
http://www.loc.gov/rr/print/s
wann/craws/crawsexhibit.html
http://www.loc.gov/exhibits/
archives/reps.html
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 10b and c: Interwar Period
The student will demonstrate knowledge of political, economic, social, and
cultural developments during the Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the
1930s;
c) examining events related to the rise, aggression, and human costs of
dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and
identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito
Mussolini, Hirohito, and Hideki Tojo.
SOL 11c: Genocides
The student will demonstrate knowledge of the worldwide impact of World
War II by
c) explaining the terms of the peace, the war crimes trials, the division of
Europe, plans to rebuild Germany and Japan, and the creation of
international cooperative organizations.
[Hirohito,
Emperor of
Japan, halflength
portrait,
seated in
carriage,
facing right]
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b43933))+@field(COLLI
D+cph))
Adolf Hitler,
1889-1945
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a15028))+@field(COLLI
D+cph))
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
"Fifty-fifty
again, Joe?" /
Herblock.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c27203))+@field(COLLI
D+cph))
[Herblock's
own history of
the year - the
worlds of
1940] /
Herblock.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c27211))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
Isn't this what
we really
want? /
Herblock
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c27208))+@field(COLLI
D+cph))
Pearl Harbor,
Hawaii.
http://memory.loc.gov/cgibin/query/r?ammem/fsaall:@
filreq(@field(NUMBER+@b
and(fsa+8e00810))+@field(
COLLID+fsa))
Marines with
disarmed
Japanese
soldiers, Lt.
Glenn Walter
Nelson on left
[Late 1945]
http://lcweb2.loc.gov/cocoon
/vhpstories/loc.natlib.afc2001001
.10653/album
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
SOL 11a and b: World War II
The student will demonstrate knowledge of the worldwide impact of World
War II by
a) explaining economic and political causes, major events, and identifying
leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman,
Dwight D. Eisenhower, Douglas MacArthur, George Marshall, Winston
Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito;
b) examining the Holocaust and other examples of genocide in the
twentieth century;
[Franklin
Delano
Roosevelt,
head-andshoulders
portrait,
facing slightly
left]
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3a27556))+@field(COLLI
D+cph))
[Harry
Truman, halflength
portrait,
facing front]
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b46104))+@field(COLLI
D+cph))
Sir Winston
Leonard
Spencer 18741965
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b12010))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
Yalta
http://lcweb2.loc.gov/cgibin/query/i?ammem/presp:@
field(NUMBER+@band(cph
+3a33351))
"It's the same
thing without
mechanical
problems" /
Herblock.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c27331))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
The other
ascent into the
unknown /
Herblock.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c27068))+@field(COLLI
D+cph))
Korean
Peninsula.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@f
ilreq(@field(NUMBER+@b
and(g7900+ct000424))+@fie
ld(COLLID+gnrlmap))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
Vietnam.
http://memory.loc.gov/cgibin/query/r?ammem/gmd:@f
ilreq(@field(NUMBER+@b
and(g8020+ct000981))+@fie
ld(COLLID+gnrlmap))
[Fidel Castro,
president of
Cuba, at a
meeting of the
United
Nations
General
Assembly]
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3c34150))+@field(COLLI
D+cph))
World History and Geography: 1500 a.d. to the Present
SOL Correlations to Library of Congress Resources
SOL 12: Cold War
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes of the collapse of communism in the Soviet Union and Eastern
Europe;
b) assessing the impact of nuclear weaponry on patterns of conflict and
cooperation since 1945;
c) describing conflicts and revolutionary movements in eastern Asia,
including those in China and Vietnam, and their major leaders, i.e., Mao
Tse-tung (Zedong), Chiang Kai-shek, and Ho Chi Minh.
SOL 13: Independence Movements
The student will demonstrate knowledge of political, economic, social, and
cultural aspects of independence movements and development efforts by
a) describing the struggles for self-rule, including Gandhi’s leadership in
India;
b) describing Africa’s achievement of independence, including Kenyatta’s
leadership of Kenya;
c) describing the end of the mandate system and the creation of states in the
Middle East.
[Harry
Truman, halflength
portrait,
facing front]
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b46104))+@field(COLLI
D+cph))
What about
India? /
Merlin.
http://memory.loc.gov/cgibin/query/r?pp/ils:@filreq(@
field(NUMBER+@band(cph
+3b48703))+@field(COLLI
D+wpapos))